Will Page – Student Engagement Officer

• Mapping the impact of our student engagement work to capture outputs

and outcomes

• Promoting the impact of student engagement work to our stakeholders

• Supporting @50 Student as Change Agent projects across the University

(Sixth year of Change Agents at Exeter!)

• Looking at QA & QE processes to increase student engagement

opportunities

• Defining Exeter student engagement and writing College specific

strategies in response to the Guild ‘Visions for Education’

• Lots of other work – Technology Champions, Cascade, Collaborate and

many more…

"UCL Students as Change Agents” (name TBD)

• To be launched/piloted in 2014/15

• Students will apply for £500 funding to do a teaching and learning action research

project in their department

• The projects will be student-led from inception to completion

• Students will need to identify a staff partner who they can work with on the project,

ensuring there is departmental buy-in and support for the work they are doing

• Students will be encouraged to disseminate their findings widely, including at the

Student Union Education conference or a specially created event

• We want to establish a ‘Student Action Network’ in order to get students involved in this

and, other partnership schemes, from the start

Wednesday 18 February 2014 JISC Change Agents Network 3

Student as Change Agents

• Transforming Teaching Programme

- University-wide remit: technology-enhanced learning

• Informing teaching and learning strategy

- student focus groups & research; student award

• Supporting practice

- students paid to give technical support & expertise to staff

Visions for Education Project

• I am leading a research project investigating student opinions of their educational experience.

• Various research methods will be used to gauge opinion and design future strategies for Exeter Medical School.

• It will embed students in policy and educational change for years to come.

STUDENTS AS DIGITAL PARTNERS

Aim: to facilitate both staff and students in developing the digital literacy, to enhance learning, teaching and employability

Based on Oxford Brookes InStePP scheme:

• Staff negotiate their digital literacy needs

• Students negotiate their employability and digital literacy needs

• Staff/student partnerships are

• Students as co-creators

• Students as trainers and coaches

• Supported by Anglia Learning and Teaching and other services

Project: Changing the Learning Landscape - 'Menu' of Teaching Approaches and Technologies Purpose: Encouraging staff to make more use of appropriate and engaging teaching approaches and supporting technology

Stuart Hepplestone Ian Glover

Process: • Survey teaching practice at SHU • Develop draft 'menu' • Obtain staff and student feedback

on contents • Develop workshop activities Plans: • Students developing online version • Embed in course design process

Digital Ambassadors’ Network

This project will create a network of Digital Ambassadors at the

university. Staff and students will work together to co-create content

for an open online resource to help students become effective

online learners and manage their digital profiles.

In a second phase, staff – student partnerships in various subject

areas will create resources to enhance digital literacies in their discipline. Jim Pettiward, London Metropolitan University

DigiLit Leicester

https://lccdigilit.our.dmu.ac.uk/2013/06/19/digilit-framework/

#digilitleic is a two year collaboration between Leicester City Council, De

Montfort University and 23 city secondary schools – the core project team are Lucy Atkins, Josie Fraser and Richard Hall. There are three key project stages:

• Investigate and define digital literacy, in the context of secondary school based practice

• Identify current school staff confidence levels, and what the strengths and gaps across city schools are, in relation to this definition

• Support staff in developing their digital literacy skills and knowledge - raising baseline skills and confidence levels across the city, and promoting existing effective and innovative practice

“Providing a Physical Approach to Learning

and Teaching the Law” Aims:

O Promote a higher level of interactive and engaged learning on Winchester’s Law Course.

O Create a more accessible learning environment within the Law Department.

Methodology:

O Survey/consult Law students’ opinions

O Focus Group consisting of 10 student consultants

O Create resources to be used on the course

O Design a long term plan for lasting impact

@lisaharris : current projects

• Curriculum innovation focused on digital literacies (Living and Working on the Web #UOSM2008) with Cristina Costa, University of Strathclyde

• Student Digital Champions #Digichamps

• Student participation in curriculum re-design, content development and assessment

• Integrating MOOCs into the curriculum #FLwebsci

Change at BCU

Uni. Wide – ‘Partners for Success’ Initiative

Academic Partners, Academic Mentors, Multi - Disciplinary, Student Employment, HEA

What Works?

Cross Faculty – ‘ECO by BCUSU’

HEFCE and NUS Funded Student Green Fund Project, student and staff Volunteering,

Employment, Local Community Partnerships and Sustainability in the Curriculum

Local Level – ‘Rules of Engagement’

Research and Engagement project into Student Engagement and Employability via

Student Mentors and the SU, ELSS Faculty, Careers and HR

TECHNOLOGY ENHANCED

INTERNATIONAL LEARNING AT

WINCHESTER How can technology be used to allow for internationalisation as

part of students’ learning at Winchester?

How best to implement this?

What are students are looking for?

What are staff are looking for?

Sharing ideas in seminar setting with institutions and organisations around the globe through technology

Skype/collaborative projects/interviews/blogs/live presentations- endless possibilities

to benefit learning and

to enhance the international profile and outlook of the university

Investigation into the use of social media by researchers

• Institution specific project (Brunel University –Shazia Arif) • Record their activities and then identify the tools that may

be beneficial • The stages they go through and the needs they have as PhD

students & see how social media can contribute to these. • Identify the tools, why and how they are used & what areas

they will require more support, in terms of their development of digital literacy

• Use the Vitae planner to identify and map the different stages and needs of researchers throughout their PhD research.